RESTORATIVE LEADERSHIP AS AN EFFORT TO REDUCE VERBAL AGGRESSION IN BOARDING SCHOOLS FOR HIGH ACHIEVING STUDENTS
DOI:
https://doi.org/10.24252/idaarah.v10i1.67187Keywords:
Restorative Leadership, Verbal Aggression, Salafiah Islamic Boarding Schools, Conflict Management, High-achieving StudentsAbstract
Verbal aggression among high-achieving students in boarding schools has become a social barrier, driven by academic pressure and the boarding environment's social dynamics. This situation can create discomfort, disrupting the learning culture and interpersonal relationships. This study aims to analyze the role of restorative leadership as a managerial strategy in reducing verbal aggression and fostering positive interactions among students in a boarding school setting. This study employs a qualitative approach using data collection techniques such as interviews with seven informants, observation, and document analysis. The findings indicate that restorative leadership can help reduce verbal aggression through four primary mechanisms: facilitating social dialogue, fostering empathy and responsibility, transforming a disciplinary culture into a reflective and participatory one, and implementing mediation as a system for sustained relationship restoration. These findings illustrate that restorative leadership can create a safer, more collaborative, and supportive boarding school environment that supports students' academic and emotional development. The implications of this research emphasize the importance of integrating restorative policies into school governance and strengthening digital communication ethics literacy to prevent verbal aggression in online spaces.
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